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Download full textFarley-Ripple, Elizabeth N.; Tilley, Katherine; Mead, Hilary; Van Horne, Sam; Agboh, Darren – Center for Research Use in Education, 2022
In the context of heightened policy expectations for research use, there is a need to better understand how schools enact these expectations. However, normative models for research use do not fit with longstanding empirical evidence about research use. This a) means that schools are likely to implement evidence use expectations in diverse ways…
Descriptors: Evidence Based Practice, Theory Practice Relationship, Educational Research, Educational Practices
Samantha Shewchuk; Elizabeth N. Farley-Ripple – Center for Research Use in Education, 2023
Current research aiming to understand the gaps between research and practice in K-12 education often overlooks the importance of grasping the indirect relationships that develop between research and practice communities via the various people and organizations positioned to serve as knowledge brokers. The purpose of this study is to understand…
Descriptors: Theory Practice Relationship, Elementary Secondary Education, Communities of Practice, Educational Research
Samantha Shewchuk; Elizabeth N. Farley-Ripple – Center for Research Use in Education, 2022
Current research aiming to understand the gaps between research and practice in K-12 education often overlooks the importance of grasping the indirect relationships that develop between research and practice communities via the various people and organizations positioned to serve as knowledge brokers. The purpose of this study is to understand…
Descriptors: Elementary Secondary Education, Theory Practice Relationship, Evidence Based Practice, Facilitators (Individuals)
